英语学科教学知识点总结(1-12单元)

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学科英语的重点知识点总结

学科英语的重点知识点总结

学科英语的重点知识点总结学科英语是为了满足专业学科学习和专业实践需要的一门语言课程。

学科英语不同于一般的英语课程,它更加注重专业术语的学习和专业文献的阅读能力。

学科英语主要包括工程学科英语、医学学科英语、经济学科英语、法学科英语、文学学科英语、计算机学科英语等。

学科英语的重点知识点主要包括:专业词汇、学科文献阅读、专业写作和专业口语。

一、专业词汇1. 英语专业词汇的学习英语专业词汇是学科英语的基础,学生首先要掌握专业领域内最基本的词汇,并能够看懂专业文献中的术语。

学生需要通过不断的积累和记忆,提高自己的专业词汇量,同时也要了解专业词汇的使用场景和搭配。

2. 词组和惯用语的学习在学科英语中,很多专业领域都有自己独特的词组和惯用语,学生需要掌握这些词组和惯用语的用法,能够在实际的专业交流和写作中运用自如。

3. 词汇的应用学生要学会如何将所学的专业词汇应用到实际的写作、口语和阅读中,能够准确地理解和表达专业概念。

二、学科文献阅读1. 学科文献的特点不同学科的学术文献有着不同的特点,学生需要了解学科文献的结构特点、表达方式、逻辑关系等,才能够正确理解文献内容。

2. 阅读策略学生需要学会运用不同的阅读策略,比如预览、略读、精读等,更好地理解学科文献的内容。

3. 文献摘要和评论学生需要学会进行文献摘要和评论,能够准确地概括文献的主要内容,并对文献进行深入的思考和分析。

三、专业写作1. 专业写作的基本要求学科英语中的专业写作要求严谨、准确、清晰,学生需要遵循学术写作的规范和格式,如论文的结构、段落的组织、用词的准确性等。

2. 科技论文写作科技论文是学科英语中的重要写作形式,学生需要学会撰写学术论文的摘要、引言、正文、结论等部分,同时还要学会使用科技论文的标准格式和文献引用格式。

3. 专业报告和演讲在学科英语课程中,学生还需要学会进行专业报告和演讲,能够通过口头表达将自己的专业知识和观点传递给他人。

四、专业口语1. 专业会话在学科英语课程中,学生需要掌握一定的专业会话能力,比如能够进行专业交流和讨论,能够进行专业问答等。

一二单元英语知识点总结

一二单元英语知识点总结

⼀⼆单元英语知识点总结Unit 1 Making New Friends⼀、元⾳⾳素/ɑ:/ /?:/ /?:/ /i:/ /u://?/ /?/ /?/ /?/ /?/ /e/ /?//e?/ /a?/ /??/ /??/ /e?/ /??/ /a?/ /??/元⾳字母:Aa Ee Ii Oo Uu⼆、单词⾸字母要⼤写的情况1. 句⾸:What’s your name?2. ⼈名、地名:Michael Jane Henan China3. 称呼语: Mr. Wang Miss Li4. 专有名词: Class Ten, Grade Seventhe West Lake西湖the Great Wall长城5.星期: S unday周⽇Monday周⼀⼆、问候语1. Good morning/ afternoon/ evening. 早上/下午/晚上好!2. —Hello!/ Hi! —Hello!/ Hi!3. —Nice/ Glad to see/ meet you. —Nice/ Glad to see/ meet you, too.4. —Welcome to China/ my home. —Thanks.5. —How do you do? —How do you do?你好!6. —How are you? —Fine, thank you. And you? —I’m OK.—How is he/she? —He/She is fine/well...——他/她好吗?——他/她很好。

7. —See you then/ later. —See you. ——再见!/待会⼉见! ——再见!8. —Goodbye. —Bye.9. —Thank you./Thanks./Thank you very much.—You’re welcome./ That’s OK./ Not at all.10.Let me help you. 让我帮助你吧!三、数字句型1. How old are you/ is he/ are they? —I’m/ He is/ They are eleven.2. What’s your/his/her telephone number? —It’s 4567967.3. —What class/ grade are you in?—I’m in Class Ten, Grade Seven.(注意⼤写)四、重要句型及短语1. —What’s your name? —My name is Sally.2. —Where are you from? —I’m from China.—Where do you come from? —I come from China.3. —Where is he/ she from? —He/She is from Japan.4. —What’s this/ that in English? —It’s a/ an…5. —What are these/ those in English? —They’re…6. —How do you spell it? —E-R-A-S-E-R, eraser.7. —Can you spell it? —Yes, M-A-P, map.重点短语:1.be from = come from2.full name全名family name姓given name名3.in Beijing; in Class7; in English; in blue; in a red shirt;in a skirt; in the same school; in different classes4.try again 再试⼀次5.an English book/girl/man/friend/name/ teacher6.my /her/his telephone number/ID number五、Be动词的⽤法1.我⽤am,你⽤are,is⽤于他、她、它,单数⽤is,复数就⽤are。

英语学科知识知识点总结

英语学科知识知识点总结

英语学科知识知识点总结英语作为一门重要的学科,对于学生的语言能力和综合素质的培养起着至关重要的作用。

在学习英语的过程中,我们需要掌握一系列的知识点,从词汇到语法,再到阅读和写作技巧。

以下是我对英语学科知识点的一些总结,希望能够帮助到大家。

一、词汇知识点 1. 基础词汇:掌握常用的英语单词,包括名词、动词、形容词等。

可以通过背单词、学习词根词缀等方式进行积累。

2. 同义词和反义词:学习词汇的同时,了解一些同义词和反义词的用法,能够更加灵活地表达自己的意思。

二、语法知识点 1. 时态:掌握英语中的各种时态,包括一般现在时、一般过去时、现在进行时、过去进行时等,能够正确地运用在句子中。

2. 句子结构:学习英语中的基本句子结构,包括主谓宾结构、主系表结构等,了解不同句子结构的用法。

3. 从句:掌握英语中的主从句结构,包括定语从句、名词性从句等,能够正确地使用从句来丰富句子的表达。

三、阅读理解 1. 阅读技巧:学习如何快速、有效地阅读英语文章,包括扫读和略读等技巧。

2. 阅读理解题型:了解常见的阅读理解题型,包括细节理解题、主旨理解题等,能够熟练地解答各种类型的阅读理解题。

四、写作技巧 1. 写作结构:学习如何合理地组织文章结构,包括引言、正文、结论等部分,使文章逻辑清晰。

2. 写作表达:掌握一些常用的写作表达方式,包括使用连接词、过渡词等,使文章内容连贯流畅。

3. 写作范文:阅读一些优秀的英语写作范文,借鉴其中的表达方式和写作技巧,提升自己的写作水平。

总结起来,英语学科知识点的掌握对于学习英语非常重要。

通过对词汇、语法、阅读理解和写作技巧等方面的学习,我们可以提高自己的英语能力,更加流利地进行英语交流和表达。

希望以上的总结能够对大家有所帮助,祝愿大家在英语学习中取得好成绩!。

初中英语学科知识点整理与总结

初中英语学科知识点整理与总结

初中英语学科知识点整理与总结英语是一门重要的学科,也是全球通用的语言之一。

它在我们的日常生活、教育体系以及职业发展中都扮演着重要的角色。

下面将为大家整理和总结一些初中英语的知识点,帮助大家更好地掌握这门学科。

一、语法知识点:1. 词类:名词、代词、形容词、副词、动词、介词、连词等。

了解每个词类的基本特点和用法。

2. 句型:肯定句、否定句、疑问句、祈使句等。

掌握不同句型的结构和用法。

3. 时态:一般现在时、一般过去时、一般将来时等。

学习各种时态的构成和用法。

4. 语态:主动语态和被动语态。

了解主动语态和被动语态之间的转换和用法。

5. 从句:定语从句、名词性从句、状语从句等。

学会识别从句,并了解它们在句子中的作用和用法。

二、词汇知识点:1. 基础词汇:掌握一些常用的高频词汇,如数字、颜色、家庭成员、动物、水果等。

这些词汇在日常生活中经常出现,是语言的基础。

2. 词组和短语:学习一些常用的词组和短语,如"be good at"、"take care of"、"in the middle of"等。

这些短语可以帮助我们更准确地表达自己的意思。

3. 同义词和反义词:了解一些同义词和反义词的用法,如"big"和"large"、"happy"和"joyful"等。

这样可以丰富我们的表达方式。

4. 词源:学习一些常用词汇的词源,如拉丁词源、希腊词源等。

这样可以帮助我们记忆和理解词汇。

三、阅读理解知识点:1. 理解主旨:通过阅读文章,抓住文章的主旨和大意。

这有助于我们更好地理解文章。

2. 找出细节:在文章中找出关键的细节信息,如人物、时间、地点、事件等。

这可以帮助我们回答细节问题。

3. 推断意义:通过阅读文章,推断出一些隐含的意义和信息。

这可以提高我们的阅读理解能力。

4. 判断观点:判断作者对某个观点的态度和观点是否合理。

英语知识总结(精华)

英语知识总结(精华)

英语知识总结(精华)英语是全球通用的语言之一,具有很高的实用性和较强的国际交流能力。

为了更好地学习和掌握英语,以下是一些英语知识的总结和要点:一、基础语法知识:1.词汇:掌握常用的英语词汇,包括名词、动词、形容词、副词等。

2.时态:了解各种时态的用法和相应的时间标志词,如一般现在时、一般过去时、一般将来时等。

3.句型结构:掌握基本句型结构,包括陈述句、疑问句、否定句以及复合句的构成和使用方法。

4.从句:了解主从复合句的构成和使用,包括宾语从句、定语从句、状语从句等。

5.语态:掌握主动语态和被动语态的转换和使用方法。

二、拼写和发音:1.拼写规则:掌握基本的拼写规则和拼写技巧,包括字母的读音和拼写规则,以及词汇的变形和拼写规则。

2.发音:了解英语中的发音规则和音标符号,包括元音和辅音的发音,以及重音和连读的规则。

三、阅读技巧:1.识别词义:通过上下文和词根词缀等方法来推测词义。

2.理解主旨:抓住关键信息,了解文章的主要内容和目的。

3.掌握排除法:通过排除错误选项,选择正确答案。

4.注意细节:注意细节信息,如数字、地点、时间等。

四、口语表达:1.培养语感:多听多说,模仿英语母语者的发音和语调,培养语感。

2.学习常用表达:掌握常用的口语表达方式,包括问候、道歉、感谢、请求等。

3.练习口语:多与他人进行英语口语练习,积累口语表达的经验和自信心。

4.注重语音语调:注意语音语调的准确性,避免重读错误和口音干扰。

五、写作技巧:1.选择合适的词汇和短语:注意使用恰当的词汇和短语,表达清晰准确的意思。

2.灵活运用句型和句式:避免句子结构重复,使用丰富多样的句型和句式。

3.逻辑清晰:合理组织文章结构,将各个段落和句子连接起来,使逻辑关系清晰明确。

4.练习写作:多写多练,积累写作经验和提高写作水平。

5.审查修改:写完文章后,对文章进行审查和修改,检查语法错误和逻辑问题。

六、语言学习方法:1.多听多说:培养英语语感和听说能力。

必修123知识点总结英语

必修123知识点总结英语

必修123知识点总结英语The Chinese National Curriculum outlines three mandatory subjects - Chinese language, mathematics, and English. These subjects are known as "must-reads" or 必修课(Bìxiūkè) in Chinese education and form the core of a student's academic studies. English, in particular, is crucial for students to develop, as it is a global language and essential for communication, career opportunities, and further education abroad. In this article, we will explore the key knowledge points in the mandatory English curriculum for grades 1, 2, and 3.Grade 1 English CurriculumIn the first year of English studies, students are introduced to the basic fundamentals of the language. The focus is on developing the students' listening and speaking skills, as well as building a foundation in reading and writing. Some of the key knowledge points in the Grade 1 English curriculum include:1. Learning the English alphabet: Students are introduced to the English alphabet and learn to recognize and pronounce each letter.2. Vocabulary building: The curriculum includes basic vocabulary words related to everyday objects, actions, and simple descriptive words.3. Simple sentence formation: Students begin to form simple sentences using the vocabulary words they have learned. This helps them develop their speaking and writing skills.4. Listening and speaking practice: Listening exercises are incorporated into the curriculum to help students understand spoken English, while speaking activities encourage them to communicate in English with their peers and teachers.5. Introduction to English phonics: Students are introduced to English phonics to help them understand the sounds of the language and improve their pronunciation.6. Basic grammar rules: Simple grammar rules such as subject-verb agreement, basic tenses, and plural forms are introduced to students.Grade 2 English CurriculumIn the second year of English studies, students continue to build on the foundation established in Grade 1. The focus shifts towards further developing their reading and writing skills, as well as improving their listening and speaking abilities. Some of the key knowledge points in the Grade 2 English curriculum include:1. Expanded vocabulary: The curriculum includes an expansion of vocabulary words related to a wider range of subjects, including animals, food, family, and daily activities.2. Reading comprehension: Students are introduced to simple reading passages and are taught how to comprehend and respond to what they have read.3. Writing practice: Students begin to write simple sentences and short paragraphs, focusing on grammar, spelling, and punctuation.4. Listening and speaking skills: The curriculum includes more advanced listening exercises and speaking activities to further improve students' comprehension and communication abilities.5. Introduction to verb tenses: Students are introduced to the concept of verb tenses and learn to use simple present and past tense forms in their writing and speaking.6. Introduction to sentence structure: Students learn about sentence structure, including subject-verb-object order, and how to form questions and negative sentences.Grade 3 English CurriculumIn the third year of English studies, students continue to advance their language skills and knowledge. The focus is on developing more complex reading and writing abilities, as well as building a stronger foundation in grammar and vocabulary. Some of the key knowledge points in the Grade 3 English curriculum include:1. Expanded vocabulary and phrasal verbs: The curriculum includes an expansion of vocabulary words and introduces students to phrasal verbs, idiomatic expressions, and more advanced descriptive words.2. Reading comprehension and analysis: Students are introduced to more complex reading passages and are taught how to analyze and interpret what they have read.3. Writing composition: Students begin to write longer and more complex compositions, including narratives, descriptions, and simple reports.4. Listening and speaking fluency: The curriculum includes activities and exercises aimed at developing students' fluency in listening and speaking, including discussions, debates, and presentations.5. Advanced grammar rules: Students learn more advanced grammar rules, including compound sentences, complex sentence structures, and more advanced verb tenses.6. Introduction to reading and writing strategies: Students are introduced to reading and writing strategies, including skimming, scanning, summarizing, and organizing ideas for writing.ConclusionThe mandatory English curriculum for grades 1, 2, and 3 provides students with a solid foundation in the English language and helps them develop essential language skills. By focusing on listening, speaking, reading, and writing abilities, students are able to gradually build their proficiency in English and prepare for more advanced studies in the language. These key knowledge points provide a roadmap for students to follow as they progressthrough their English studies and lay the groundwork for further language development in the future.。

教学英语知识点总结

教学英语知识点总结

教学英语知识点总结1. Building a strong foundation in grammar and vocabularyOne of the most important aspects of teaching English is ensuring that students have a strong foundation in grammar and vocabulary. Without a solid understanding of these fundamental components of the language, students will struggle to communicate effectively in English.To help students build a strong foundation in grammar, it is important to provide clear explanations of the rules and patterns of the language. This can be done through a combination of direct instruction, examples, and practice exercises. It is also helpful to provide students with opportunities to apply their knowledge of grammar in real-life contexts, such as through role-plays, discussions, and writing activities.In addition to grammar, vocabulary is another crucial aspect of language learning. To help students expand their vocabulary, it is important to provide them with regular exposure to new words and phrases. This can be done through activities such as word games, vocabulary building exercises, and reading and listening to authentic materials. It is also important to encourage students to use new vocabulary in their speaking and writing, as this will help them internalize the words and make them part of their active vocabulary.2. Incorporating authentic materials and real-life contextsIn addition to building a strong foundation in grammar and vocabulary, it is also important to incorporate authentic materials and real-life contexts into English lessons. This can help students develop the skills they need to communicate effectively in a variety of situations, and can also make the learning process more engaging and relevant for students. Authentic materials can include a wide range of resources, such as newspaper and magazine articles, online videos, podcasts, and songs. These materials can provide students with exposure to real-life language use, as well as opportunities to explore different topics and cultural perspectives. They can also help students develop their listening, speaking, reading, and writing skills in a more natural and context-rich way.In addition to authentic materials, it is also important to incorporate real-life contexts into English lessons. This can involve creating opportunities for students to use English in practical and meaningful ways, such as through role-plays, debates, and problem-solving activities. It can also involve bringing in guest speakers or taking students on field trips to expose them to authentic language use in the community.3. Using technology to enhance learningFinally, technology can be a valuable tool for enhancing English learning. There are a wide range of digital resources and tools available that can help students develop their language skills in a fun and interactive way.One of the most obvious ways to use technology in English teaching is through digital resources such as online videos, interactive games, and language learning apps. These resources can provide students with additional exposure to authentic language use, as well as opportunities to practice their skills in a more engaging and interactive way. They can also be used to provide personalized feedback and support to students, through features such as instant grading and progress tracking.In addition to digital resources, technology can also be used to facilitate communication and collaboration in the English classroom. For example, students can use online platforms to engage in discussions, work on group projects, and receive feedback from their peers and teachers. This can help students develop their speaking and writing skills, as well as their ability to work effectively with others.In conclusion, teaching English requires a multifaceted approach that takes into account the importance of building a strong foundation in grammar and vocabulary, the value of incorporating authentic materials and real-life contexts, and the potential benefits of using technology to enhance learning. By keeping these key points in mind, teachers can help students develop the language skills they need to succeed in their personal and professional lives.。

最新英语教学法教程知识点总结(1-12单元)

最新英语教学法教程知识点总结(1-12单元)

FLTM: foreign language teaching methodology is a science which studies the processes and patterns of foreign language teaching, aiming at revealing the natural and laws of foreign languages.Major approaches in FLT:Grammar-translation method (deductive演绎法)Direct method (inductive归纳法)Audio-lingual methodHumanistic approaches: that emphasize the development of human values, growth in self-awareness and in the understanding of others, sensitivity to human feelings and emotions, and active student involvement in learning and in the way human learning takes palaceThe silent waySuggestopediaCommunity language learning (CLL)Total physical response method (TPR)●The natural approach(NA)●The communicative approach(CA )An approach is a set of correlative assumptions dealing with the nature of language teaching ad leaning. Approach is axiomatic. It describes the nature of the subject matter to b taught.Method is an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon, the selected approach. An approach is axiomatic, a method is procedural. Within one approach, there can be many methods.A technique is implementation---that which actually takes place in a classroom. It is a particular trick, stratagem, or contrivance used to accomplish an immediate objective. Techniques must b consistent with a method, and therefore I harmony with an approach as well.Views on language:Structural view: the structural view of language sees language as a linguistic system made up of various subsystems: the sound system (phonology); the discrete units of meaning produced by sound combinations (morphology); and the system of combining units of meaning for communication (syntax).Functional view: the functional view not only sees language as a linguistic system but also means for doing things. Functional activities: offering, suggesting, advising, apologizing, etc. International view: considers language to be a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language but as importantly they need to know the rules for using them in a whole range of communicative contexts.Process-oriented theories: are concerned with how the mind organizes new information such as habit formation, induction, making inference, hypothesis testing and generalization.Condition-oriented theories: emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, the kind of input learners receives, and the atmosphere.Behaviorist theory, the idea of this method is that language is learned by constant repletion and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised.Cognitive theory, language is not a form of behavior, it is an intricate rule-based system and alarge part of language acquisition is the learning of this system.Constructivist theory, believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already knows.Socio-constructivist theory, similar to constructivist theory, socio-constructivist theory emphasizes interaction and engagement with the target language in a social context based on the concept of “Zone of Proximal Development” (ZPD) and scaffolding.Ethic devotion, professional qualities and personal stylesCLT: communicative language teachingTBLT: task-based language teachingThe goal of CLT is to develop students’communicative competence, which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations. P16Hedge discusses five main components of communicative competence: linguistic competence, pragmatic competence, discourse competence, strategic competence, and fluency.Howatt proposes a weak and a strong version of CLT.Weak version: learners first acquire language as a structural system and then learn how to use it in communication. --- the weak version regards overt teaching of language forms and functions as necessary means for helping learners to develop the ability to use them for communication.Strong version: language is acquired through communication. The learners discover the structural system in the process of leaning how to communicate.---regards experiences of using the language as the main means or necessary conditions for learning a language as they provide the experience for learners to see how language is used in communication.Communicative activities: P24Tasks are activities where the target language is used by the leaner for a communicative purpose (goal) in order to achieve an outcome.Four components of a task: a purpose, a context, a process, and a productTasks focus on the complete act of communication. (Purposeful & contextualized communication). Exercises focus the students’attention on the individual aspects of language, such as vocabulary, grammar or individual skills. (Focus on individual language items) Exercise-task comes halfway between tasks and exercises, consists of contextualized practice of language item.PPP: for teaching a new structure-based lesson, content lesson, presentation (introduces new vocabulary and grammatical structures), practice (the lesson moves from controlled practice to guided practice and exploitation of the texts when necessary) and production(the students are encouraged to use what they are learned and practiced to perform communicative tasks)The importance of lesson planning: 1. an unprepared teacher begins of a disastrous lesson.2. An unprepared teacher receives less trust and cooperation from the students. 3. The students are different, the time is different, and the mood is different.Lesson Planning: is a framework of a lesson in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it. In other words, teachers need to think about the aims to be achieved, materials to be covered, activities to be organized, and techniques and resources to be used in order to achieve the aims of the lesson.Principles for good lesson planning: aim, variety, flexibility, learnability, and linkage. Variety: planning a number of different types of activities and where possible,introducing students to a wide selection of materials so that learning is always interesting, motivating and never monotonous for the students.Flexibility: preparing some extra and alternative tasks and activities at the class does not always go according to the plan so that teachers always have the option to cope with the unexpected situations rather than being the slaves of written plans or one methodology. Learnability:within capability of the students, not be too easy or beyond or below the students’ coping ability.Linkage: easy task followed by a comparatively difficult one, or do a series of language-focused activities to get the students prepared linguistically.Components of a lesson planning: background information, teaching aims, language content and skills, stages and procedures, teaching aids, assignments, and teacher’s after-lesson reflection.For skill-oriented lesson, focusing on developing skills, the model is applicable---pre-(reading), while-, post-. (Pre-step, while-step, post-step)Classroom management is the way teachers organize what goes on in the classroom.The role of the teacher: controller, assessor (evaluator, correcting mistakes and organizing feedback), organizer (organize and design task that students can perform in the class), prompter推动者(give appropriate prompts and give hints), participant, resource-provider, teacher’s new roles.There are rules to follow for making instructions effective.●The first is to use simple instructions and make them suit the comprehensive level of thestudents.●The second rule is to use the mother-tongue only when it is necessary.●Give students time to get used to listening to English instructions and help the make an effortto understand them.●Use body language to assist understanding and stick to it each time you teach the class. Student grouping: whole class group—same activity at the same rhythm and pace, lockstep, pair work, group work, individual studyDiscipline: refers to a code of conduct which binds a teacher and a group of students together so that learning can be more effective.Questioning in the classroom:Classification of question types: 1.closed questions and open questions 2.display questions and genuine questions 3.lower-order questions and higher-order questions 4.taxonomyClosed questions refer to those with only one s ingle correct answer while open questions may invite many different answers.Display questions are those that the answers are already known to the teacher and they are used for checking if students know the answer, too. Genuine questions are questions which are used to find out new information and since they often reflect real context, they are more communicative. Lower-order questions refer to those that simple require recalling of information or memorization of facts while higher order questions require more reasoning, analysis, and evaluation.Simple question and difficult questionA mistake refers to a performance error that is either a random guess or an “a slip of tongue”, it’s a failure performance to a known system.An error has direct relation with the learners’language competence. Results from Lack of knowledge in the target language. Language error cannot be self-corrected no matter how much attention is paidDealing with spoken errors: tasks or activities are focusing on accuracy or fluency. Balance between accuracy-based activities and fluency-based activities..When to correct: fluency work---not to interrupt, after the student’s performance; accuracy work---need to intervene moreHow to correct: direct teacher correction, indirect teacher correction, self-correction, peer correction, whole class correction.Goal of teaching pronunciation:Consistency: the pronunciation should be smooth and naturalIntelligibility: the pronunciation should be understandable t o the listenersCommunicative efficiency: the pronunciation should help convey the meaning that is intended by the speaker.Aspects of pronunciation: besides sounds and phonetic symbols, such as stress (strong and weak form, word stress and sentence stress), intonation and rhythm (variation).Perception practice: using minimal pairs, which order, same or different? Odd and out, Completion.Production practice: listen and repeat, fill the blanks, make up sentences, use meaningful context, use picture, use tongue twisters.Grammar presentation: The deductive method, the inductive method, the guided discovery methodGrammar practice: mechanical practice and meaningful/ communicative practice.Mechanical practice: involves activities that are aimed at form accuracy. Students pay repeated attention to a key element in a structure. Substitution drill and transformation drills.Meaningful practice: focus on the production, comprehension or exchange of meaning though the students keep an eye on the way newly learned structures are used in the process. It comes after mechanical practice. (Comparatives and superlatives). Using picture prompts, using mimes or gestures as prompts, using information sheet as prompts, using key phrases or key words as prompts, using chained phrases for story telling, using created situations.What does knowing a word involve? Denotative meaning; connotative meaning; chunk/collocations; synonyms, antonyms and hyponyms; receptive and productive vocabulary.Denotative meaning of a word or a lexical item refers to those words that we use to label things as regards real objects, such as a name or a sign, etc. in the physical world. Primary meaning of a word.A connotative meaning of a word refers to the attitudes or emotions of a language user in choosing a word and the influence of these on the listener or reader’s interpretation of the word.Collocations refer to words that co-occur with high frequency and have been accepted as ways for the use of words. For instance, see, look at, watch.Hyponyms refer to words which can be grounded together under the same superordinate concept. Receptive/passive vocabulary refers to words that one is able to recognize and comprehend in reading or listening but unable to use automatically in speaking or writing. Those words that one is not only able to recognize but also able to use in speech and writing are considered as one’s productive/active vocabulary.Ways of presenting vocabulary: inductive and deductive.Ways of consolidating vocabulary: labeling; spot the difference; describe and draw; play a game; use words series; word bingo; word association; finding synonyms and antonyms; categories; using word net-work; using the internet resources for more ideas.Developing vocabulary learning strategies: review regularly, guess meaning from context, organize vocabulary effectively, use a dictionary, and manage strategy use.Principles and models for teaching listening: focus on process, combine listening with other skills (listening can be practice with not-taking, and answers, role plays, retelling, interviewing, discussions, or a writing task), focus on the comprehension of meaning, grade difficulty level appropriately, principles for selecting and using listening activities.Two approaches are frequently used to describe different processes of listening.Bottom-up model and Top-down model.Bottom-up model: 从细节入手start with sound and meaning recognitions. Listeners construct meaning of what they hear based on the sound they hear, expect the listeners have a very effective short-term memory as they have to make sense of every sound in order to figure out the meaning of words, phrase, and structures. If there are unfamiliar sounds, listeners will find it very difficult to keep up with speaker. ---recognizing sounds of words, phrases or structures.Top-down model: 着重概要listening for gist and making use of the contextual clues and background knowledge to construct meaning are emphasized. Listeners can understand better if they already have some knowledge in their mind about the topic. Such knowledge is also termed as prior knowledge or schematic knowledge---mental frameworks for various things and experience we hold in our long-term memory. ---referring meaning from broad contextual clues and background knowledge.Three teaching stages: pre-listening—warming up; while-listening---listening comprehension; post-listening---checking answers.Teaching speakingLess complex syntax, short cuts, incomplete sentences, devices such as fillers, hesitation device to give time to thinking before speaking, false start, spontaneous, time-constraint.Types of speaking: pre-communicative activities—mechanical activities; communicative activities---meaningful activities.Controlled activities, semi-controlled activities, communicative activities:Information-gap activities; dialogues and role-plays; activities using pictures; problem-solving activities; change the story; human scrabbleOrganizing speaking tasks: use small group workTeaching readingThe construction of meaning from a printed or written message.Two broad levels in the act reading.1). A recognition task of perceiving visual signals from the printed page through the eyes.2). A cognitive task of interpreting the visual information revealing the received information with the reader’s own general knowledge, and reconstructing the meaning that the writer had meant to convey.For teaching: intensive/extensive readingIn terms of methods: skimming/scanning/predictingFor reading practice: reading aloud/silent readingThe role of vocabulary in reading: sight vocabulary: words that one is able to recognize immediately are often referred to as sight vocabulary.Principles and models for teaching reading: bottom-up model; top-down model; interactive modelPre-reading activities: predicting (predicting based on the tile/ based on vocabulary/based on the T/F questions) setting the scene, skimming, and scanningWhile-reading activities: TD (a transition device)Reading comprehension questions: 1. questions of literal comprehension 2. Questions involving reorganization or reinterpretation 3. Questions for inference (what is implied but not explicitly stated) 4. questions for evaluation or appreciation (making judgment about what the writer is trying to do and how successful he/she is in achieving his/her purpose) 5. Questions for personal responseIntensive reading is an accuracy-oriented activity involving reading for detail; the main purpose is to learn language embedded in the reading texts, which are usually short. Extensive reading is a fluency activity. The main purpose is to achieve global understanding. Te reading texts usually contains less new vocabulary and is longer than those intended for intensive reading.Teaching writingWriting for consolidating language, writing for communication, between writing for learning and writing for communication, imaginationNot have a real communicative purpose; for language skill; a little bit communicative; communicative approach; neither restrictions in contents nor in word limit; more communicative; more motivatedCA: communication approachA Productive approach to writing 成果法/a prose model approach---fruitlessA Process approach to writing 过程法: The teacher provides to guide students through the process that they undergo when they are writing. This kind of guidance should be gradually withdrawn so that the students can finally become independent writers.Main procedures of process writing include: creating a motivation to write, brainstorming, mapping, freewriting, outlining, drafting, editing, revising, proofreading and conferencing.。

中小学英语专业知识点归纳

中小学英语专业知识点归纳

中小学英语专业知识点归纳英语作为一门重要的学科,对于中小学生来说具有重要的学习意义。

为了帮助学生更好地理解和掌握英语知识,本文将对中小学英语专业知识点进行归纳总结。

一、语法知识点归纳1. 时态:- 一般现在时:表示经常性或习惯性动作,或者真理、客观事实等;- 一般过去时:表示过去发生的动作或状态;- 现在进行时:表示现在正在进行的动作;- 过去进行时:表示过去某一时间正在进行的动作;- 将来时:表示将来某一时间将要发生的动作。

2. 语态:- 主动语态:表示主语进行动作的句子结构;- 被动语态:表示主语接受动作的句子结构。

3. 句型:- 简单句:由一个主语和一个谓语构成;- 复合句:由主句和从句或多个从句构成;- 疑问句:以疑问词开头或动词提前等形式构成。

二、词汇知识点归纳1. 名词:- 可数名词:表示可以数的名词,有单数和复数形式;- 不可数名词:表示不能够数的名词,通常没有复数形式。

2. 动词:- 不及物动词:表示动作或存在,不需要宾语;- 及物动词:表示动作或存在,需要宾语。

3. 形容词:- 描述名词的性质、特征或状态的词汇;- 一般放在名词前作定语。

4. 副词:- 描述动词、形容词、副词等词类的词汇;- 用来修饰其他词语,表示程度、时间、地点等。

三、阅读技巧归纳1. 预读:通过查看标题、图片、图表等信息,预测文章的大概内容;2. 扫读:快速阅读文章,了解文章的主要观点和结构;3. 精读:仔细阅读文章,理解文章的细节和意义;4. 笔记:将重要的信息或关键词记下来,有助于理解和记忆文章。

四、听力技巧归纳1. 练习听力:通过多听音频材料,提高对英语听力的敏感性和理解力;2. 关注语调和重音:注意说话者的语音语调和重音,有助于理解句子的重点和意思;3. 听关键词:聚焦听关键词或关键信息,帮助理解整个句子或对话的意思;4. 多做听力练习:通过听力练习来提高听力技巧和速度。

五、写作技巧归纳1. 练习写作:通过多写作文、日记等,提高对英语写作的熟练度和表达能力;2. 多积累素材:多听、多读、多积累一些常用的表达方式和词汇,丰富写作素材;3. 注意字母大小写和标点符号的使用:正确使用字母大小写和标点符号,使文章表达清晰准确;4. 多使用复杂句:合理运用复杂句结构,提高文章的表达能力和逻辑性。

初中英语各学期知识点总结

初中英语各学期知识点总结

初中英语各学期知识点总结初中英语知识点总结一、基础知识点1. 字母表:26个英文字母的正确发音和书写。

2. 单词拼读:掌握基本的元音和辅音字母及其组合的发音规则。

3. 简单句型:了解并运用主语+谓语+宾语的基本句型结构。

4. 时态:一般现在时、一般过去时、一般将来时的构成和用法。

5. 代词:人称代词、物主代词、反身代词、指示代词、疑问代词的识别和使用。

6. 冠词:不定冠词(a/an)和定冠词(the)的基本用法。

7. 基本语法:名词的单复数形式、动词的第三人称单数形式、形容词和副词的基本用法。

二、词汇与短语1. 常见词汇:颜色、数字、食物、家庭成员、学校科目等基础词汇。

2. 常用短语:问候语、自我介绍、日常活动表达、情感表达等。

3. 词组搭配:动词+副词、形容词+名词、介词+名词等常用搭配。

三、阅读理解1. 短文理解:能够理解简短的英语故事、对话或文章的主旨大意。

2. 信息提取:从阅读材料中提取关键信息,如人物、地点、时间等。

3. 推理判断:根据上下文推断生词的词义或作者的意图。

四、写作技巧1. 句子写作:能够正确书写简单句、并列句和复合句。

2. 段落结构:掌握主题句、支撑句和总结句的写作方法。

3. 写作格式:了解日记、信件、通知等基本写作格式。

五、听力与口语1. 听力理解:能够理解日常对话和简短故事的主要内容。

2. 口语表达:能够用英语进行简单的自我介绍、日常交流和描述事物。

3. 发音练习:注意单词的正确发音和句子的语音语调。

六、语法进阶1. 现在进行时:表示正在进行的动作或状态。

2. 过去进行时:描述过去某一时刻正在进行的动作。

3. 一般过去时:描述过去发生的动作或状态。

4. 现在完成时:表示过去发生的动作对现在的影响或结果。

5. 比较级和最高级:形容词和副词的比较级和最高级的构成和用法。

6. 情态动词:can, could, may, might, must, should等的用法。

7. 宾语从句:陈述句、一般疑问句和特殊疑问句作宾语的用法。

01 学科英语知识点整理【背诵】

01 学科英语知识点整理【背诵】

一、教学实施与评价部分1. 课堂提问的作用1)增进师生交流2)集中学生注意力3)引起学生兴趣4)促进思维发展5)锻炼表达能力6)检验学习效果2. 问题的分类(每年必考)封闭性问题closed questions(展示性问题display questions)答案唯一;教师知道答案;通常用来检测学生对知识、文章内容的理解。

开放性问题open questions(参考性问题referential questions)没有固定答案;需要总结、归纳、分析;考察学生分析问题、解决问题的能力。

3. 反馈的形式1)口头反馈oral/书面反馈written2)直接反馈direct/间接反馈indirect4.课堂纠错的原则(选择/以防简答考察)1)区别对待全局性差错与局部性差错2)区别对待系统性差错与语误3)合理把握纠错时机(严重的问题-立刻纠错;不严重可以延迟纠错)4)合理变换纠错主体(老师/学生/集体进行纠错)5.纠错的技巧1) 直接纠错法explicit correction直接纠错是指学生出现错误时,教师打算其语言训练或实践活动,对其错误予以正面纠正(说出正确的语言形式,并让学生纠正),这种纠错方式常用于旨在让学生掌握正确的语言形式而进行的机械操作或侧重语言精确输出的各种练习中。

2) 间接纠错法implicit correction重复法repetition [学生重复]教师发现学生语言错误后,让学生重新回答,并使用once more/pardon?/repeat please等对学生加以引导。

重述法[老师说一个正确的]教师对学生语言表达中的错误进行含蓄纠正,即先进行部分肯定,之后用正确的语言重述学生的表达,不指出错误,而通过不同的语气(如反问)、语调、眼神、动作等,让学生意识到自己的错误。

此纠错法对于纠正学生口语中的语法错误比较有效。

如:T: What did you have for supper yesterday?S: I have a glass of milk and some dumplings.T: Oh, that’s nice; you had a glass of milk and some dumplings, did you?S: Yes.强调法pinpointing教师重复学生的话,有意重读和拖长出错部分的发音或用升调以表示强调。

英语教育学知识点归纳总结

英语教育学知识点归纳总结

英语教育学知识点归纳总结### English Education: Key Concepts and Summary#### Introduction to English EducationEnglish education is a vital part of the global curriculum, offering a gateway to international communication, literature, and culture. It encompasses a wide range of skills, including reading, writing, speaking, and listening, as well ascritical thinking and cultural awareness.#### Importance of English Education1. Global Communication: English is the lingua franca of the modern world, facilitating communication across diverse cultures and countries.2. Career Opportunities: Proficiency in English opens doorsto a broader range of job opportunities in the global market.3. Cultural Understanding: Learning English provides insights into various cultures and helps in developing a global perspective.#### Key Components of English Education1. Phonics: The study of the sounds of letters and how they combine to form words.2. Grammar: Understanding the structure of the language, including parts of speech, tenses, and sentence construction.3. Vocabulary: Building a rich lexicon to express thoughts and ideas effectively.4. Reading Comprehension: Developing the ability to understand and interpret various texts.5. Writing Skills: Learning to express oneself clearly and coherently in written form.6. Listening and Speaking: Enhancing the ability to understand spoken English and articulate thoughts verbally.#### Effective Teaching Strategies1. Inclusive Learning Environment: Creating a classroom atmosphere where all students feel comfortable participating.2. Interactive Teaching: Using activities that engage students in the learning process, such as role-plays and group discussions.3. Technology Integration: Utilizing digital tools and platforms to enhance learning and make it more accessible.4. Differentiated Instruction: Tailoring teaching methods to meet the diverse needs of students.5. Continuous Assessment: Regularly evaluating student progress to provide timely feedback and support.#### Challenges in English Education1. Language Barriers: Students with different first languages may struggle with English grammar and pronunciation.2. Cultural Differences: Understanding and adapting to the cultural nuances of English-speaking countries.3. Motivation Issues: Some students may lack interest in learning English, affecting their engagement and progress.#### Strategies to Overcome Challenges1. Cultural Relevance: Making English learning relevant to students' own cultures and experiences.2. Motivational Techniques: Using rewards, recognition, and interesting content to increase student motivation.3. Language Support: Providing additional language support for students who are struggling with English.#### ConclusionEnglish education is a multifaceted discipline that requires a comprehensive approach to teaching and learning. By focusing on key components, employing effective strategies, and addressing challenges, educators can help students develop a strong foundation in English. This foundation not only enhances their communication skills but also broadens their horizons and prepares them for success in an increasingly interconnected world.。

英语 单元知识点总结

英语 单元知识点总结

英语单元知识点总结一、听力理解 1. 提高听力技巧:仔细倾听和理解对话或听力材料中的细节和关键信息。

2. 掌握常见的听力题型:填空、选择、判断等。

3. 锻炼听力反应速度:通过多听英语材料,提高听力反应速度。

二、口语表达 1. 学习基本日常用语:问候、道歉、感谢等。

2. 提高口语流利度:多参与口语练习,与他人进行英语对话。

3. 学习口语表达技巧:运用适当的口语表达方式,如使用恰当的词汇和句型。

三、阅读理解 1. 读懂文章主旨:通过快速阅读和精读,理解文章的主题和大意。

2. 根据上下文推断词义:通过上下文的线索,推测不认识的单词或短语的含义。

3. 掌握阅读技巧:如扫读、略读和详读等,根据题目要求进行阅读。

四、写作能力 1. 学习基本写作结构:包括引言、主体和结论。

2. 提高写作表达能力:通过练习写作,提高句子的表达能力和语法正确性。

3. 增加词汇量:学习更多的词汇,并灵活运用于写作中。

五、语法知识 1. 学习基本句型和语法规则:如时态、语态、主谓一致等。

2.锻炼语法分析能力:通过分析句子结构和语法成分,准确理解句子的意思。

3. 掌握常见的语法错误:如名词复数形式、动词时态错误等,加以纠正。

六、词汇积累 1. 拓展词汇量:通过背单词、阅读和听力材料等途径,增加词汇量。

2. 记忆常用短语和固定搭配:如常用的动词短语、习惯用语等。

3. 运用词汇:在口语和写作中积极运用所学词汇,提高语言的准确性和地道性。

七、复习与总结 1. 定期复习:对已学的知识进行巩固和复习,加深记忆。

2.总结归纳:总结学习过程中的难点和易错点,加以强化和掌握。

3. 寻求帮助:如有困惑或问题,及时向老师或同学寻求帮助。

总结起来,英语学习的核心是听、说、读、写四个方面的综合能力。

通过提高听力理解、口语表达、阅读理解、写作能力、语法知识和词汇积累,可以全面提升自己的英语水平。

同时,适当进行复习与总结,不断巩固所学知识,将有助于提高学习效果。

英语学科教学知识点总结(1-12单元)

英语学科教学知识点总结(1-12单元)

英语学科教学名词解释FLTM: foreign language teaching methodology is a science which studies the processes and patterns of foreign language teaching, aiming at revealing the natural and laws of foreign languages.Major approaches in FLT:Grammar-translation method (deductive演绎法) Direct method (inductive归纳法)Audio-lingual methodHumanistic approaches: that emphasize the development of human values, growth in self-awareness and in the understanding of others, sensitivity to human feelings and emotions, and active student involvement in learning and in the way human learning takes palaceThe silent waySuggestopediaCommunity language learning (CLL)Total physical response method (TPR)The natural approach(NA)The communicative approach(CA )An approach is a set of correlative assumptions dealing with the nature of language teaching ad leaning. Approach is axiomatic. It describes the nature of the subject matter to b taught. Method is an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon, the selected approach. An approach is axiomatic, a method is procedural. Within one approach, there can be many methods.A technique is implementation---that which actually takes place in a classroom. It is a particular trick, stratagem, or contrivance used to accomplish an immediate objective. Techniques must b consistent with a method, and therefore I harmony with an approach as well.Views on language:Structural view: the structural view of language sees language as a linguistic system made up of various subsystems: the sound system (phonology); the discrete units of meaning produced by sound combinations (morphology); and the system ofcombining units of meaning for communication (syntax).Functional view: the functional view not only sees language as a linguistic system but also means for doing things. Functional activities: offering, suggesting, advising, apologizing, etc.International view: considers language to be a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language but as importantly they need to know the rules for using them in a whole range of communicative contexts. Process-oriented theories: are concerned with how the mind organizes new information such as habit formation, induction, making inference, hypothesis testing and generalization. Condition-oriented theories: emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, the kind of input learners receives,and the atmosphere.Behaviorist theory, the idea of this method is that language is learned by constant repletion and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised.Cognitive theory,language is not a form of behavior, it is an intricate rule-based system and a large part of language acquisition is the learning of this system.Constructivist theory,believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already knows.Socio-constructivist theory, similar to constructivist theory, socio-constructivist theory emphasizes interaction and engagement with the target language in a social context based on the concept of “Zone of Proximal Development” (ZPD) and scaffolding.Ethic devotion, professional qualities and personal stylesCLT: communicative language teachingTBLT: task-based language teachingThe goal of CLT is to develop students’communicative competence, which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations. P16 Hedge discusses five main components of communicative competence: linguistic competence, pragmatic competence, discourse competence, strategic competence, and fluency.Howatt proposes a weak and a strong version of CLT.Weak version: learners first acquire language as a structural system and then learn how to use it in communication. --- the weak version regards overt teaching of language forms and functions as necessary means for helping learners to develop the ability to use them for communication. Strong version: language is acquired through communication. The learners discover the structural system in the process of leaning howto communicate.---regards experiences of using the language as the main means or necessary conditions for learning a language as they provide the experience for learners to see how language is used in communication. Communicative activities: P24Tasks are activities where the target language is used by the leaner for a communicative purpose (goal) in order to achieve an outcome.Four components of a task: a purpose, a context, a process, and a productTasks focus on the complete act of communication. (Purposeful & contextualized communication). Exercises focus the students’ attention on the individual aspects of language, such as vocabulary, grammar or individual skills. (Focus on individual language items)Exercise-task comes halfway between tasks and exercises, consists of contextualized practice of language item.PPP: for teaching a new structure-based lesson, content lesson, presentation (introduces newvocabulary and grammatical structures), practice (the lesson moves from controlled practice to guided practice and exploitation of the texts when necessary) and production(the students are encouraged to use what they are learned and practiced to perform communicative tasks)The importance of lesson planning: 1. an unprepared teacher begins of a disastrous lesson.2. An unprepared teacher receives less trust and cooperation from the students. 3. The students are different, the time is different, and the mood is different.Lesson Planning: is a framework of a lesson in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it. In other words, teachers need to think about the aims to be achieved, materials to be covered, activities to be organized, and techniques and resources to be used in order to achieve the aims of the lesson.Principles for good lesson planning: aim, variety, flexibility, learnability, andlinkage.Variety: planning a number of different types of activities and where possible,introducing students to a wide selection of materials so that learning is always interesting, motivating and never monotonous for the students.Flexibility: preparing some extra and alternative tasks and activities at the class does not always go according to the plan so that teachers always have the option to cope with the unexpected situations rather than being the slaves of written plans or one methodology. Learnability:within capability of the students, not be too easy or beyond or below the students’coping ability.Linkage: easy task followed by a comparatively difficult one, or do a series of language-focused activities to get the students prepared linguistically.Components of a lesson planning: background information, teaching aims, language content and skills, stages and procedures, teaching aids,assignments, and teacher’s after-lesson reflection.For skill-oriented lesson, focusing on developing skills, the model is applicable---pre-(reading), while-, post-. (Pre-step, while-step, post-step)Classroom management is the way teachers organize what goes on in the classroom.The role of the teacher: controller, assessor (evaluator, correcting mistakes and organizing feedback), organizer (organize and design task that students can perform in the class), prompter 推动者 (give appropriate prompts and give hints), participant, resource-provider, teacher’s new roles.There are rules to follow for making instructions effective.The first is to use simple instructions and make them suit the comprehensive level of the students.The second rule is to use the mother-tongue only when it is necessary.Give students time to get used to listening to English instructions and help the make an effort to understand them.Use body language to assist understanding and stick to it each time you teach the class. Student grouping: whole class group—same activity at the same rhythm and pace, lockstep, pair work, group work, individual study Discipline: refers to a code of conduct which binds a teacher and a group of students together so that learning can be more effective. Questioning in the classroom:Classification of question types: 1.closed questions and open questions 2.display questions and genuine questions 3.lower-order questions and higher-order questions 4.taxonomyClosed questions refer to those with only one s ingle correct answer while open questions may invite many different answers.Display questions are those that the answers are already known to the teacher and they are used for checking if students know the answer, too. Genuine questionsare questions which are used to find out new information and since they often reflect real context, they are more communicative. Lower-order questions refer to those that simple require recalling of information or memorization of facts while higher order questions require more reasoning, analysis, and evaluation. Simple question and difficult questionA mistake refers to a performance error that is either a random guess or an “a slip of tongue”, it’s a failure performance to a known system. An error has direct relation with the learners’language competence. Results from Lack of knowledge in the target language. Language error cannot be self-corrected no matter how much attention is paidDealing with spoken errors: tasks or activities are focusing on accuracy or fluency. Balance between accuracy-based activities and fluency-based activities..When to correct: fluency work---not to interrupt, after the student’s performance; accuracywork---need to intervene moreHow to correct: direct teacher correction, indirect teacher correction, self-correction, peer correction, whole class correction.Goal of teaching pronunciation:Consistency: the pronunciation should be smooth and naturalIntelligibility: the pronunciation should be understandable t o the listenersCommunicative efficiency: the pronunciation should help convey the meaning that is intended by the speaker.Aspects of pronunciation: besides sounds and phonetic symbols, such as stress(strong and weak form, word stress and sentence stress), intonation and rhythm (variation).Perception practice: using minimal pairs, which order, same or different? Odd and out, Completion.Production practice: listen and repeat, fill the blanks, make up sentences, use meaningful context, use picture, use tongue twisters.Grammar presentation: The deductive method, the inductive method, the guided discovery method Grammar practice: mechanical practice and meaningful/ communicative practice.Mechanical practice: involves activities that are aimed at form accuracy. Students pay repeated attention to a key element in a structure. Substitution drill and transformation drills. Meaningful practice: focus on the production, comprehension or exchange of meaning though the students keep an eye on the way newly learned structures are used in the process. It comes after mechanical practice. (Comparatives and superlatives). Using picture prompts, using mimes or gestures as prompts, using information sheet as prompts, using key phrases or key words as prompts, using chained phrases for story telling, using created situations.What does knowing a word involve? Denotative meaning; connotative meaning; chunk/collocations; synonyms, antonyms and hyponyms; receptive and productive vocabulary.Denotative meaning of a word or a lexical item refers to those words that we use to label things as regards real objects, such as a name or a sign, etc. in the physical world. Primary meaning of a word.A connotative meaning of a word refers to the attitudes or emotions of a language user in choosing a word and the influence of these on the listener or reader’s interpretation of the word. Collocations refer to words that co-occur with high frequency and have been accepted as ways for the use of words. For instance, see, look at, watch.Hyponyms refer to words which can be grounded together under the same superordinate concept. Receptive/passive vocabulary refers to words that one is able to recognize and comprehend in reading or listening but unable to use automatically in speaking or writing. Those words that one is not only able to recognize but also able to use in speech and writing are considered as one’s productive/active vocabulary.Ways of presenting vocabulary: inductive and deductive.Ways of consolidating vocabulary: labeling; spot the difference; describe and draw; play a game; use words series; word bingo; word association; finding synonyms and antonyms; categories; using word net-work; using the internet resources for more ideas.Developing vocabulary learning strategies: review regularly, guess meaning from context, organize vocabulary effectively, use a dictionary, and manage strategy use.Principles and models for teaching listening: focus on process, combine listening with other skills (listening can be practice with not-taking, and answers, role plays, retelling, interviewing, discussions, or a writing task), focus on the comprehension of meaning, grade difficulty level appropriately, principles for selecting and using listening activities.Two approaches are frequently used to describe different processes of listening.Bottom-up model and Top-down model.Bottom-up model: 从细节入手start with sound and meaning recognitions. Listeners construct meaning of what they hear based on the sound they hear, expect the listeners have a very effective short-term memory as they have to make sense of every sound in order to figure out the meaning of words, phrase, and structures. If there are unfamiliar sounds, listeners will find it very difficult to keep up with speaker. ---recognizing sounds of words, phrases or structures.Top-down model: 着重概要 listening for gist and making use of the contextual clues and background knowledge to construct meaning are emphasized. Listeners can understand better if they already have some knowledge in their mind about the topic. Such knowledge is also termed as prior knowledge or schematic knowledge---mental frameworks for various things and experience we hold in our long-term memory. ---referring meaning from broad contextual clues and background knowledge. Three teaching stages: pre-listening—warmingup; while-listening---listening comprehension; post-listening---checking answers.Teaching speakingLess complex syntax, short cuts, incomplete sentences, devices such as fillers, hesitation device to give time to thinking before speaking, false start, spontaneous, time-constraint. Types of speaking: pre-communicative activities—mechanical activities; communicative activities---meaningful activities.Controlled activities, semi-controlled activities, communicative activities: Information-gap activities; dialogues and role-plays; activities using pictures; problem-solving activities; change the story; human scrabbleOrganizing speaking tasks: use small group work Teaching readingThe construction of meaning from a printed or written message.Two broad levels in the act reading.1). A recognition task of perceiving visual signals from the printed page through the eyes.2). A cognitive task of interpreting the visual information revealing the received information with the reader’s own general knowledge, and reconstructing the meaning that the writer had meant to convey.For teaching: intensive/extensive readingIn terms of methods: skimming/scanning/predictingFor reading practice: reading aloud/silent readingThe role of vocabulary in reading: sight vocabulary: words that one is able to recognize immediately are often referred to as sight vocabulary.Principles and models for teaching reading: bottom-up model; top-down model; interactive modelPre-reading activities: predicting (predicting based on the tile/ based on vocabulary/based on the T/F questions) setting the scene, skimming,and scanningWhile-reading activities: TD (a transition device)Reading comprehension questions: 1. questions of literal comprehension 2. Questions involving reorganization or reinterpretation 3. Questions for inference (what is implied but not explicitly stated) 4. questions for evaluation or appreciation (making judgment about what the writer is trying to do and how successful he/she is in achieving his/her purpose)5. Questions for personal responseIntensive reading is an accuracy-oriented activity involving reading for detail; the main purpose is to learn language embedded in the reading texts, which are usually short. Extensive reading is a fluency activity. The main purpose is to achieve global understanding. Te reading texts usually contains less new vocabulary and is longer than those intended for intensive reading.Teaching writingWriting for consolidating language, writing for communication, between writing for learning and writing for communication, imaginationNot have a real communicative purpose; for language skill; a little bit communicative; communicative approach; neither restrictions in contents nor in word limit; more communicative; more motivatedCA: communication approachA Productive approach to writing 成果法/a prose model approach---fruitlessA Process approach to writing 过程法: The teacher provides to guide students through the process that they undergo when they are writing. This kind of guidance should be gradually withdrawn so that the students can finally become independent writers.Main procedures of process writing include: creating a motivation to write, brainstorming, mapping, freewriting, outlining, drafting, editing, revising, proofreading and conferencing.。

九年级英语1-12单元笔记

九年级英语1-12单元笔记

九年级英语1-12单元笔记Unit11. by + doing通过……方式如:by studying with a groupby 还可以表示:“在…旁”、“靠近”、“在…期间”、“用、”“经过”、“乘车”等如:I live by the river. I have to go back by ten o’clock.The thief entered the room by the window. The student went to park by bus.2. talk about 谈论,议论,讨论如:The students often talk about movie after class. 学生们常常在课后讨论电影。

talk to sb. === talk with sb. 与某人说话3. 提建议的句子:①What/ how about +doing sth.?如:What/ How about going shopping?②Why don’t you + do sth.?如:Why don’t you go shopping?③Why not + do sth. ? 如:Why not go shopping?④Let’s + do sth. 如:Let’s go shopping⑤Shall we/ I + do sth.?如:Shall we/ I go shopping?4. a lot 许多常用于句末如:I eat a lot. 我吃了许多。

5. too…to 太…而不能常用的句型too+adj./adv. + to do sth.如:I’m too tired to say anything. 我太累了,什么都不想说。

6. aloud, loud与loudly的用法三个词都与"大声"或"响亮"有关。

①aloud是副词,重点在出声能让人听见,但声音不一定很大,常用在读书或说话上。

高中英语各册知识点

高中英语各册知识点

高中英语各册知识点高中英语是学生在学习阶段面临的一门重要学科,分为不同的册数,每册都涵盖着特定的知识点。

本文将介绍高中英语各册的知识点,帮助学生更好地理解和掌握。

一、高中英语第一册知识点1. 语法与句型- 主谓一致- 宾语从句- 状语从句- 名词性从句- 倒装句- 强调句- 虚拟语气- 定语从句- 省略- 并列连词- 介词短语- 独立主格结构2. 词汇与词义辨析- 同义词与反义词- 同根词与派生词- 词义辨析与用法拓展 - 词形与词性转化3. 阅读理解- 主旨理解- 细节理解- 推理判断- 词义猜测- 文章结构分析4. 写作技巧- 英语书信写作- 高考作文范文- 图表写作- 议论文写作- 英语书评写作- 高效记忆词汇的方法二、高中英语第二册知识点1. 阅读理解- 短文理解与七选五- 完形填空- 阅读表达- 阅读填空- 阅读推理与判断2. 语法与句型- 过去进行时- 过去将来时- 现在完成时- 现在完成进行时- 完成时态与非谓语动词用法 - 虚拟语气回顾与进一步运用 - 将来完成时与将来进行时3. 写作技巧- 高考议论文写作范文- 现象解释型作文写作步骤 - 书信、邮件与便条写作- 记叙文写作要点与注意事项 - 命题作文写作技巧4. 口语表达与听力训练- 情景对话与日常交际用语 - 各类听力题型解题技巧- 高考听力考点分析三、高中英语第三册知识点1. 阅读理解- 长难句解析与阅读方法- 短文阅读与理解- 阅读态度与观点理解- 广告与应用文阅读2. 语法与句型- 定语从句与强调句复习- 各种非谓语动词的使用- 条件句与让步状语从句3. 写作技巧- 图画作文写作方法- 高考图表作文范文- 高考补充材料作文- 书信、邮件与便条写作技巧4. 口语表达与听力训练- 各类听力题型解题技巧- 单词语音与发音准确性训练总结:高中英语各册的知识点涵盖了语法与句型、词汇与词义辨析、阅读理解、写作技巧、口语表达与听力训练等方面。

必修一每章知识点总结英语

必修一每章知识点总结英语

必修一每章知识点总结英语This unit mainly introduces some great scientists in history, such as Isaac Newton and Marie Curie. It also talks about some famous inventions and discoveries made by these scientists, such as the theory of gravity and the discovery of radium.Key knowledge points:1. The main goal of this unit is to help students understand the scientific achievements of some great scientists, so the knowledge of their lives and achievements are the most important.2. The unit also focuses on the vocabulary related to science and scientists, so students can learn the new words and use them correctly.Unit 2:English around the worldThis unit focuses on the evolution and spread of the English language. It introduces the history of the English language, its current status as a global language, and its impact on different cultures.Key knowledge points:1. The history of the English language: The unit covers the history of the English language from its origins to its current status as a global language. Students should understand the different stages of the language's development and the reasons behind its global influence.2. The spread of English: This unit introduces the spread of English to different parts of the world, such as North America, Australia, and India. Students should understand the impact of English on different cultures and the reasons for its popularity.3. The influence of English: The unit also discusses the influence of English on other languages and cultures. Students should understand the impact of English on language, education, and society in general.Unit 3:TravelThis unit focuses on the topic of travel, including different modes of transportation, traveling experience, and different tourist attractions around the world.Key knowledge points:1. Different modes of transportation: The unit introduces various modes of transportation, such as planes, trains, and buses. Students should understand the differences between these modes of transportation and how they are used in different situations.2. Traveling experience: The unit also discusses different aspects of traveling experience, such as packing, planning, and dealing with unexpected situations. Students should understand the importance of good preparation and adaptability when traveling.3. Tourist attractions: The unit introduces different tourist attractions around the world, such as natural landscapes, historical sites, and cultural events. Students should understand the significance of these attractions and their impact on tourism.Unit 4:Amazing storiesThis unit introduces some amazing stories and mysteries from different cultures, including myths, legends, and supernatural phenomena.Key knowledge points:1. Myths and legends: The unit discusses different myths and legends from various cultures, such as Greek mythology, Chinese folklore, and Native American legends. Students should understand the cultural significance of these stories and their impact on literature and art.2. Supernatural phenomena: The unit also introduces different supernatural phenomena, such as ghost stories, UFO sightings, and psychic experiences. Students should understand the role of these phenomena in popular culture and their impact on people's beliefs and fears.3. Genre and style: The unit covers different genres and styles of storytelling, such as fantasy, science fiction, and horror. Students should understand the characteristics of these genres and their popularity in literature and entertainment.Unit 5:Health and fitnessThis unit focuses on the topic of health and fitness, including different aspects of physical and mental well-being, healthy lifestyle choices, and common health problems.Key knowledge points:1. Physical and mental well-being: The unit discusses different aspects of physical and mental well-being, such as diet, exercise, stress management, and emotional balance. Students should understand the importance of maintaining a healthy balance between physical and mental health.2. Healthy lifestyle choices: The unit introduces different healthy lifestyle choices, such as regular exercise, balanced diet, and adequate rest. Students should understand the impact of these choices on overall health and well-being.3. Common health problems: The unit also discusses different common health problems, such as obesity, addiction, and mental illness. Students should understand the causes and effects of these problems and the importance of seeking professional help when needed.Unit 6:The natural worldThis unit covers the topic of the natural world, including different aspects of nature, environmental issues, and the impact of human activities on the environment.Key knowledge points:1. Different aspects of nature: The unit introduces different aspects of nature, such as wildlife, natural landscapes, and climate. Students should understand the significance of these aspects and their impact on human life and culture.2. Environmental issues: The unit discusses different environmental issues, such as pollution, deforestation, and climate change. Students should understand the causes and effects of these issues and the importance of taking action to protect the environment.3. The impact of human activities: The unit also covers the impact of human activities on the environment, such as industrialization, urbanization, and resource exploitation. Students should understand the consequences of these activities and the importance of sustainable development.Unit 7:LifestyleThis unit focuses on the topic of lifestyle, including different aspects of everyday life, social interactions, and cultural traditions.Key knowledge points:1. Different aspects of everyday life: The unit covers different aspects of everyday life, such as work, leisure, family, and personal relationships. Students should understand the significance of these aspects and their impact on individual well-being and social harmony.2. Social interactions: The unit discusses different social interactions, such as communication, cooperation, and conflict resolution. Students should understand the importance of effective communication and cooperation in building positive relationships with others.3. Cultural traditions: The unit introduces different cultural traditions from various cultures, such as customs, rituals, and celebrations. Students should understand the significance of these traditions and their impact on cultural identity and social cohesion.Unit 8:Education and learningThis unit covers the topic of education and learning, including different aspects of formal education, informal learning, and the impact of technology on learning.Key knowledge points:1. Formal education: The unit discusses different aspects of formal education, such as school systems, curriculum, and teaching methods. Students should understand the importance of formal education in personal development and social progress.2. Informal learning: The unit introduces different forms of informal learning, such as self-directed learning, experiential learning, and lifelong learning. Students should understand the significance of informal learning in personal growth and professional development.3. The impact of technology: The unit covers the impact of technology on learning, such as online education, digital resources, and educational apps. Students should understand the benefits and challenges of technology in learning and the importance of using it responsibly.。

教师资格证考试-笔试-《英语学科知识与教学能力》(高中)-教材知识点整理-前半部分

教师资格证考试-笔试-《英语学科知识与教学能力》(高中)-教材知识点整理-前半部分

【所使用的教材信息】:2019年下半年考试使用的教材;【注意】:打印前请注意排版以及文档中图片的大小是否合适;因内容较多,分成两个文档,这是前半部分!第一部分英语语言知识第一章语音知识第一节字母、音素和音标一、英文字母1、英文字母的发音:2、英文字母的分类:二、英语音素1、音素:音素是音的最小的单位,英语中有48个音素,按照发音时气流是否受阻,分为元音音素(20个)和辅音音素(28 个);2、元音音素的分类:①单元音和双元音:②根据设最高部分的位置,单元音可分为:③根据发音的长短,单元音可分为:④根据唇的圆展,单元音可分为:⑤根据舌抬起的高度,单元音可以分为:⑥根据口形的大小,单元音可分为:3、辅音因素的分类:①根据发音方式,辅音可分为:②根据发音部位,辅音可分为:③根据声带振动与否,辅音可分为:三、英语音标1、音标:音标是记录音素的符号,是音素的标写符号;其制定规则是:一个音素只用一个音标表示,而一个音标并不只表示一个音素;目前我国通用的国际音标共有48个,其中,元音音标20个,辅音音标28个;2、标音法:无声子音【p, k, t】在【s】后面会丧失送气的现象,如:peak和speak,其宽式标音是:/pi:k/和/spi:k/,其严式标音是:【phi:k】和【spi:k】;第二节语音是的结合及其变化一、音节1、音节:音节是读音的基本单位,一个元音音素可以构成一个音节,一个元音音素和一个或几个辅音音素结合也可以构成一个音节;一般来说,辅音音素不响亮,不能构成音节,但阴雨辅音音素中有一些响音,他们和辅音音素结合,也可以构成音节,如:[m][n][n][l]等;2、音节的划分:几个拼起来发音的字母较一个“音节”,音节有开音节、闭音节、半开音节之分,不同的单词有不同的音节划分;常见的划分音节的方法如下:3、音节的类型:⑴单音节:单音节词都重读;⑵双音节;⑶三音节;⑷多音节;⑸成音节:一个辅音因素加上一个/l/或/m/或/n/,构成成音节;4、重读音节:⑴开音节:包括绝对开音节和相对开音节;①绝对开音节:以发音的元音字母结尾的音节;如:me;②相对开音节:单个元音字母后面加单个辅音字母,再加一个不发音的字母e组成的重读音节;如:name;⑵闭音节:单个元音字母后面有辅音字母(r, w, y除外)且以辅音字母结尾的重读音节;如:bag;⑶-r音节:元音字母+r;如:car;⑷-re音节:元音字母+re;三、语音现象1、连读:在连贯地说话或朗读时,在同一个意群(即短语或从句)中,如果相邻的两个词前者以辅音音素结尾,后者以元音音素开头,就要自然地将辅音和元音相拼,构成一个音节,这就是连读;连读符号是:~;连读的类型如下:①辅音+元音:②元音+元音:③辅音+辅音:④r/re+元音:如果前一个词以r或re结尾,后一个词以元音开头,这时r/re要与后面的元音拼起来连读;如:They‘re my father~and mother.⑤不可连读:当短语或从句之间按意群进行停顿时,意群与意群之间即使有两个相邻的辅音与元音出现,也不可连读;2、爆破:①爆破;⑥爆破类型;3、重读:⑵句子重读:在句子中,一般重读的是实词,如名词、动词、形容词、副词等,不重读的多为虚词,如冠词、连词、感叹词等;4、弱读:5、语调:英语中有五种基本语调:升调()、降调()、升降调()、降升调()、平调();⑵降调:陈述句、特殊疑问句、表示命令的祈使句、问候用语、感谢用语以及感叹句一般都用降调;在并列句中,若前后两个分句关系紧密且是顺承关系,则用升降调,若两个分句同等重要,或联系不紧密,则都用降调;⑶升降调:主要用语表达“蔑视、嘲笑、惊奇、自满得意”等;⑷降升调:用来表示“不肯定、话中有话”,还可表示“警告、安慰、鼓励”等;6、同化:7、英美发音的区别:第二章词汇知识(看教材)第三章词法知识+第四章句法知识—会陆续单独整理第五章语言学知识第一节语言学绪论一、语言1、语言定义:语言是言语交际(verbal communication)的一种方式,是人类用于交流的一种任意的声音符号系统(a system of arbitrary vocal symbols)。

七年级下册英语unit_1-12单元全册知识点归纳与复习总结

七年级下册英语unit_1-12单元全册知识点归纳与复习总结

七年级下册英语unit_1-12单元全册知识点归纳与复习总结Unit 1-12 Comprehensive Review and Summary of Knowledge Points in Grade 7 EnglishIntroduction:In this comprehensive review and summary article, we will provide an overview of the knowledge points covered in Units 1-12 of the Grade 7 English textbook. The article aims to help students revise and consolidate their understanding of the topics covered in these units. We will cover various grammar points, vocabulary, reading comprehension, listening skills, and writing skills that have been taught throughout the course. Let's dive in!Unit 1: Greetings and Introductions- Basic greetings and introductions- Expressing likes and dislikes- Asking and answering simple questions- Vocabulary related to personal informationUnit 2: Family and Friends- Vocabulary for family members and friends- Describing people's physical appearance and personality- Talking about hobbies and interestsUnit 3: School Life- Classroom objects and subjects- Talking about daily routines and schedules- Discussing school rules and responsibilitiesUnit 4: Health and Safety- Vocabulary related to health and illness- Expressing symptoms and giving advice- Talking about safety precautions and emergency situationsUnit 5: Food and Drinks- Vocabulary for food and drinks- Expressing preferences and ordering in a restaurant- Discussing healthy eating habitsUnit 6: Housing and Furniture- Vocabulary for different types of houses and rooms- Describing furniture and household items- Talking about home activities and choresUnit 7: Travel and Transportation- Vocabulary related to travel and transportation- Asking for and giving directions- Talking about different modes of transportation and travel experiencesUnit 8: Festivals and Celebrations- Vocabulary for various festivals and celebrations- Describing traditions and customs- Talking about holiday plans and activitiesUnit 9: Daily Life and Leisure- Vocabulary for daily activities and leisure time- Talking about past events and experiences- Expressing preferences for leisure activitiesUnit 10: Environment and Nature- Vocabulary related to the environment and nature- Discussing environmental issues and solutions- Describing natural phenomenaUnit 11: Art and Culture- Vocabulary for art and culture- Discussing different forms of art and their significance - Describing cultural practices and traditionsUnit 12: Science and Technology- Vocabulary related to science and technology- Discussing scientific discoveries and inventions- Talking about the impact of technology on societyConclusion:In this comprehensive review, we have covered the key knowledge points and topics from Units 1-12 of the Grade 7 English textbook. By revisiting these concepts, we hope that students will be able to consolidate their understanding and have a solid foundation for further English language learning. Remember to practice these skills in real-life situations to enhance your overall English proficiency. Good luck with your studies!。

初中英语教学知识点

初中英语教学知识点

初中英语教学知识点
一、基本语法知识点
1.句子结构:主语、谓语、宾语、状语等
2.时态:一般现在时、一般过去时、一般将来时等
3.语态:被动语态
4.常用句型:肯定句、否定句、疑问句等
二、词汇知识点
1.基本词汇:常用动词、名词、形容词、副词等
2.时态词汇:一般现在时态词汇、一般过去时态词汇等
3.拓展词汇:同义词、反义词、相关词汇等
三、听力理解技巧
1.熟悉日常用语和常用表达方式
2.提高理解速度和准确度
3.掌握一些常用的交际用语
四、阅读理解技巧
1.快速理解文章的主旨和结构
2.掌握关键词的判断方法
3.学会推理和归纳阅读材料
五、口语表达能力
1.能够正确发音和掌握语调
2.选择合适的词汇和句型进行表达
3.锻炼口语的流利度和准确性
六、写作技巧
1.学习正确的句子结构和表达方式
2.学习基本的写作格式和写作素材
3.练习写作中的语法和拼写技巧
七、翻译技巧
1.学习基本的中英互译方法
2.学习词组和常见句型的翻译
3.了解文化差异对翻译的影响
八、语言文化知识
1.学习英语国家的文化、习俗和传统
2.了解不同国家的英语方言和口音特点
3.学习与英语相关的国际事务和交流
以上只是初中英语教学知识点的一部分示例,实际的知识点还包括其他方面,如语法细节、专业术语、文学作品等。

教师应根据学生的年级和英语能力调整和选择相关知识点,并结合实际教学情况进行灵活运用。

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英语学科教学名词解释FLTM: foreign language teaching methodology is a science which studies the processes and patterns of foreign language teaching, aiming at revealing the natural and laws of foreign languages.Major approaches in FLT:Grammar-translation method (deductive演绎法)Direct method (inductive归纳法)Audio-lingual methodHumanistic approaches: that emphasize the development of human values, growth in self-awareness and in the understanding of others, sensitivity to human feelings and emotions, and active student involvement in learning and in the way human learning takes palace…The silent waySuggestopediaCommunity language learning (CLL)Total physical response method (TPR)The natural approach(NA)The communicative approach(CA )An approach is a set of correlative assumptions dealing with the nature of language teaching ad leaning. Approach is axiomatic. It describes the nature of the subject matter to b taught.Method is an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon, the selected approach. An approach is axiomatic, a method is procedural. Within one approach, there can be many methods.@A technique is implementation---that which actually takes place in a classroom. It is a particular trick, stratagem, or contrivance used to accomplish an immediate objective. Techniques must b consistent with a method, and therefore I harmony with an approach as well.Views on language:Structural view: the structural view of language sees language as a linguistic system made up of various subsystems: the sound system (phonology); the discrete units of meaning produced by sound combinations (morphology); and the system of combining units of meaning for communication (syntax).Functional view: the functional view not only sees language as a linguistic system but also means for doing things. Functional activities: offering, suggesting, advising, apologizing, etc. International view: considers language to be a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language but as importantly they need to know the rules for using them in a whole range of communicative contexts.Process-oriented theories: are concerned with how the mind organizes new information such as habit formation, induction, making inference, hypothesis testing and generalization.Condition-oriented theories: emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, the kind of input learners receives, and the atmosphere.Behaviorist theory, the idea of this method is that language is learned by constant repletion and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised.?Cognitive theory, language is not a form of behavior, it is an intricate rule-based system and a large part of language acquisition is the learning of this system.Constructivist theory, believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already knows.Socio-constructivist theory, similar to constructivist theory, socio-constructivist theory emphasizes interaction and engagement with the target language in a social context based on the concept of “Zone of Proximal Development” (ZPD) and scaffolding.Ethic devotion, professional qualities and personal stylesCLT: communicative language teachingTBLT: task-based language teachingThe goal of CLT is to develop students’communicative competence, which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations. P16Hedge discusses five main components of communicative competence: linguistic competence, pragmatic competence, discourse competence, strategic competence, and fluency.\Howatt proposes a weak and a strong version of CLT.Weak version: learners first acquire language as a structural system and then learn how to use it in communication. --- the weak version regards overt teaching of language forms and functions as necessary means for helping learners to develop the ability to use them for communication.Strong version: language is acquired through communication. The learners discover the structural system in the process of leaning how to experiences of using the language as the main means or necessary conditions for learning a language as they provide the experience for learners to see how language is used in communication. Communicative activities: P24Tasks are activities where the target language is used by the leaner for a communicative purpose (goal) in order to achieve an outcome.Four components of a task: a purpose, a context, a process, and a productTasks focus on the complete act of communication. (Purposeful & contextualized communication). Exercises focus the students’ attention on the individual aspects of language, such as vocabulary, grammar or individual skills. (Focus on individual language items) Exercise-task comes halfway between tasks and exercises, consists of contextualized practice of language item.PPP: for teaching a new structure-based lesson, content lesson, presentation (introduces new vocabulary and grammatical structures), practice (the lesson moves from controlled practice to guided practice and exploitation of the texts when necessary) and production (the students are encouraged to use what they are learned and practiced to perform communicative tasks)}The importance of lesson planning:1. an unprepared teacher begins of a disastrous . Anunprepared teacher receives less trust and cooperation from the students. 3. The students are different, the time is different, and the mood is different.Lesson Planning: is a framework of a lesson in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it. In other words, teachers need to think about the aims to be achieved, materials to be covered, activities to be organized, and techniques and resources to be used in order to achieve the aims of the lesson.Principles for good lesson planning: aim, variety, flexibility, learnability, and linkage.Variety: planning a number of different types of activities and where possible,introducing students to a wide selection of materials so that learning is always interesting, motivating and never monotonous for the students.Flexibility: preparing some extra and alternative tasks and activities at the class does not always go according to the plan so that teachers always have the option to cope with the unexpected situations rather than being the slaves of written plans or one methodology.Learnability: within capability of the students, not be too easy or beyond or below the students’coping ability.Linkage: easy task followed by a comparatively difficult one, or do a series of language-focused activities to get the students prepared linguistically.Components of a lesson planning: background information, teaching aims, language content and skills, stages and procedures, teaching aids, assignments, and teacher’s after-lesson reflection.,For skill-oriented lesson, focusing on developing skills, the model is applicable---pre-(reading), while-, post-. (Pre-step, while-step, post-step)Classroom management is the way teachers organize what goes on in the classroom.The role of the teacher: controller, assessor (evaluator, correcting mistakes and organizing feedback), organizer (organize and design task that students can perform in the class), prompter 推动者(give appropriate prompts and give hints), participant, resource-provider, teacher’s new roles.There are rules to follow for making instructions effective.The first is to use simple instructions and make them suit the comprehensive level of the students.The second rule is to use the mother-tongue only when it is necessary.Give students time to get used to listening to English instructions and help the make an effort to understand them.Use body language to assist understanding and stick to it each time you teach the class.,Student grouping: whole class group—same activity at the same rhythm and pace, lockstep, pair work, group work, individual studyDiscipline: refers to a code of conduct which binds a teacher and a group of students together so that learning can be more effective.Questioning in the classroom:Classification of question types: questions and open questions questions and genuine questions questions and higher-order questionsClosed questions refer to those with only one s ingle correct answer while open questions may invite many different answers.Display questions are those that the answers are already knownto the teacher and they are used for checking if students know the answer, too. Genuine questions are questions which are used to find out new information and since they often reflect real context, they are more communicative. Lower-order questions refer to those that simple require recalling of information or memorization of facts while higher order questions require more reasoning, analysis, and evaluation.Simple question and difficult questionA mistake refers to a performance error that is either a random guess or an “a slip of tongue”, it’s a failure performance to a known system.An error has direct relation with the learners’language competence. Results from Lack of knowledge in the target language. Language error cannot be self-corrected no matter how much attention is paid,Dealing with spoken errors: tasks or activities are focusing on accuracy or fluency. Balance between accuracy-based activities and fluency-based activities..When to correct: fluency work---not to interrupt, after the student’s performance; accuracy work---need to intervene moreHow to correct: direct teacher correction, indirect teacher correction, self-correction, peer correction, whole class correction.Goal of teaching pronunciation:Consistency: the pronunciation should be smooth and naturalIntelligibility: the pronunciation should be understandable t o the listenersCommunicative efficiency: the pronunciation should help convey the meaning that is intended by the speaker.Aspects of pronunciation: besides sounds and phonetic symbols, such as stress (strong and weak form, word stress and sentence stress), intonation and rhythm (variation).¥Perception practice: using minimal pairs, which order, same or different Odd and out, Completion.Production practice: listen and repeat, fill the blanks, make up sentences, use meaningful context, use picture, use tongue twisters.Grammar presentation: The deductive method, the inductive method, the guided discovery methodGrammar practice: mechanical practice and meaningful/ communicative practice. Mechanical practice: involves activities that are aimed at form accuracy. Students pay repeated attention to a key element in a structure. Substitution drill and transformation drills.Meaningful practice: focus on the production, comprehension or exchange of meaning though the students keep an eye on the way newly learned structures are used in the process. It comes after mechanical practice. (Comparatives and superlatives). Using picture prompts, using mimes or gestures as prompts, using information sheet as prompts, using key phrases or key words as prompts, using chained phrases for story telling, using created situations.What does knowing a word involve Denotative meaning; connotative meaning; chunk/collocations; synonyms, antonyms and hyponyms; receptive and productive vocabulary. Denotative meaning of a word or a lexical item refers to those words that we use to label things as regards real objects, such as a name or a sign, etc. in the physical world. Primary meaning of a word.)A connotative meaning of a word refers to the attitudes or emotions of a language user in choosing a word and the influence of these on the listener or reader’s interpretation of the word. Collocations refer to words that co-occur with high frequency and have been accepted as ways for the use of words. For instance, see, look at, watch.Hyponyms refer to words which can be grounded together under the same superordinate concept.Receptive/passive vocabulary refers to words that one is able to recognize and comprehend in reading or listening but unable to use automatically in speaking or writing. Those words that one is not only able to recognize but also able to use in speech and writing are considered as one’s productive/active vocabulary.Ways of presenting vocabulary: inductive and deductive.Ways of consolidating vocabulary: labeling; spot the difference; describe and draw; play a game; use words series; word bingo; word association; finding synonyms and antonyms; categories; using word net-work; using the internet resources for more ideas.Developing vocabulary learning strategies: review regularly, guess meaning from context, organize vocabulary effectively, use a dictionary, and manage strategy use.Principles and models for teaching listening: focus on process, combine listening with other skills (listening can be practice with not-taking, and answers, role plays, retelling, interviewing, discussions, or a writing task), focus on the comprehension of meaning, grade difficulty level appropriately, principles for selecting and using listening activities.)Two approaches are frequently used to describe different processes of listening.Bottom-up model and Top-down model.Bottom-up model: 从细节入手start with sound and meaning recognitions. Listeners construct meaning of what they hear based on the sound they hear, expect the listeners have a very effective short-term memory as they have to make sense of every sound in order to figure out the meaning of words, phrase, and structures. If there are unfamiliar sounds, listeners will find it very difficult to keep up with speaker. ---recognizing sounds of words, phrases or structures.Top-down model: 着重概要listening for gist and making use of the contextual clues and background knowledge to construct meaning are emphasized. Listeners can understand better if they already have some knowledge in their mind about the topic. Such knowledge is also termed as prior knowledge or schematic knowledge---mental frameworks for various things and experience we hold in our long-term memory. ---referring meaning from broad contextual clues and background knowledge.Three teaching stages: pre-listening—warming up; while-listening---listening comprehension; post-listening---checking answers.Teaching speakingLess complex syntax, short cuts, incomplete sentences, devices such as fillers, hesitation device to give time to thinking before speaking, false start, spontaneous, time-constraint.Types of speaking: pre-communicative activities—mechanical activities; communicative activities---meaningful activities.\Controlled activities, semi-controlled activities, communicative activities:Information-gap activities; dialogues and role-plays; activities using pictures; problem-solving activities; change the story; human scrabbleOrganizing speaking tasks: use small group workTeaching readingThe construction of meaning from a printed or written message.Two broad levels in the act reading.1). A recognition task of perceiving visual signals from the printed page through the eyes.2). A cognitive task of interpreting the visual information revealing the received information with the reader’s own general knowledge, and reconstructing the meaning that the writer had meant to convey./For teaching: intensive/extensive readingIn terms of methods: skimming/scanning/predictingFor reading practice: reading aloud/silent readingThe role of vocabulary in reading: sight vocabulary: words that one is able to recognize immediately are often referred to as sight vocabulary.Principles and models for teaching reading: bottom-up model; top-down model; interactive modelPre-reading activities: predicting (predicting based on the tile/ based on vocabulary/based on the T/F questions) setting the scene, skimming, and scanningWhile-reading activities: TD (a transition device)Reading comprehension questions: 1. questions of literal comprehension 2. Questions involving reorganization or reinterpretation 3. Questions for inference (what is implied but not explicitly stated) 4. questions for evaluation or appreciation (making judgment about what the writer is trying to do and how successful he/she is in achieving his/her purpose) 5. Questions for personal responseIntensive reading is an accuracy-oriented activity involving reading for detail; the main purpose is to learn language embedded in the reading texts, which are usually short. Extensive reading is a fluency activity. The main purpose is to achieve global understanding. Te reading texts usually contains less new vocabulary and is longer than those intended for intensive reading.Teaching writingWriting for consolidating language, writing for communication, between writing for learning and writing for communication, imaginationNot have a real communicative purpose; for language skill; a little bit communicative; communicative approach; neither restrictions in contents nor in word limit; more communicative; more motivatedCA: communication approachA Productive approach to writing 成果法/a prose model approach---fruitlessA Process approach to writing 过程法: The teacher provides to guide students through the process that they undergo when they are writing. This kind of guidance should be gradually withdrawn so that the students can finally become independent writers.Main procedures of process writing include: creating a motivation to write, brainstorming, mapping, freewriting, outlining, drafting, editing, revising, proofreading and conferencing.。

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